The resources above correspond to the standards listed below:

Washington Standards

1.3.1.a.Rereads work several times and has a different focus for each reading (e.g., first reading -- adding specific details for support; second reading -- substituting words for clarity; third reading -- moving text by combining sentences for variety).

1.6.Adjusts writing process as necessary.

1.6.1.Applies understanding of the recursive nature of writing process.

3.1.1.b.Selects details relevant to the topic to elaborate (e.g., adds detail to each main point using more than one sentence; uses specific words and phrases, reasons, anecdotes, facts, descriptions, and examples).

3.1.1.c.Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., collects, organizes, and uses data to support conclusions in math, science, or social studies).

3.1.2.Organizes writing using a logical organizational structure.

3.1.2.a.Writes in a logically organized progression of unified paragraphs.

3.1.2.c.Uses a variety of transitional words and phrases to make connections between and within paragraphs: chronological (e.g., next, after); spatial (e.g., over, under, next to); ordinal (e.g., first, second, third)

3.3.4.d.Uses comma after an introductory phrase (e.g., After the scary movie, she wished she had read the book.) or clause (e.g., After she went to the movie, she wanted to read the book.).

3.3.5.Applies usage rules.

3.3.5.b.Uses single/plural agreement between nouns and modifiers (e.g., one child and two children).

3.3.5.c.Uses correct placement of pronouns. Correct examples: Juanita and I went to the store. She gave candy to Juanita and me. Incorrect examples: Me and Juanita went to the store. She gave candy to me and Juanita. She gave the candy to Juanita and I.

3.3.6.Uses complete sentences in writing

3.3.6.a.Does not use comma splices (e.g., They went to the store, they bought groceries.).